The teaching of music in the primary school by the non-specialist

Abstract

The Research Problem The study investigates the extent to which non-specialist primary class teachers are able to teach music to children. It is significant to children’s learning of music and to the organisation of schools, questioning expectations for primary teachers to teach all subjects of the National Curriculum. The research questions are as follows:1. Should non-specialist teachers be expected to teach music? 2. To what extent do non-specialist teachers feel able to teach music to children? 3. What support do non-specialist teachers receive in music? Design and Methods A review of the literature considers generalist and specialist teaching of primary music, and research into children's acquisition of musical concepts, with implications for teaching, hi order to answer the research questions, it was necessary to investigate the attitudes and opinions of primary class teachers. The research instruments selected were a questionnaire survey and follow-up interviews. A convenience sample of schools was selected from a single borough. Results The results indicate that primary teachers feel less confident to teach music than other areas of the curriculum, and feel more inadequate at Key Stage Two. hi-class support from music specialists emerged as the preferred form of assistance in music teaching. The advantages of specialist teaching were felt to be outweighed by the problematic issues of organisation and professional development, while the importance of the pastoral aspects of teaching was also highlighted. Overall Conclusions The study concludes that while the generalist primary teacher is capable of teaching music, there is much work still to be done in providing training and support to all teachers to increase their confidence and subject knowledge. It suggests a need for specialist musicians to work closely with primary class teachers, and for a teacher-centred scheme of work for music.